Impact - Scale - Sustainability
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IMPACT SCALE SUSTAINABILITYC I T I ZE N S C H O O L S B US I N E S S P L A N 2 0 1 1 - 201 4
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CITIZEN SCHOOLS AT A GLANCE 2011-2012
Dallas
NORTH CAROLINA Charlotte
DurhamHenderson
NEW YORK Bronx
Brooklyn
Harlem
NEW JERSEY Newark
MASSACHUSETTSBoston
New Bedford
Revere
TEXAS Houston
NEW MEXICO Albuquerque
Mescalero
Santa Fe
CALIFORNIACampbellEast Palo Alto
OaklandRedwood City
7 states | 16 school districts | 31 school partners | 4,600 students | 4,200 Citizen Teachers
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The keel, her nautical metaphor suggested, would provide
balance and stability as we pursued greater student learning
amidst the shifting tides of education policy and public opinion.
Today, Kay’s advice feels more important than ever, as
education policy and practice change faster than ever before—
and as frustration levels rise among educators due to persistent
achievement gaps (we don’t feel successful) and declining
resources (we expect things will get harder before they get
better).
Sixteen years after founding Citizen Schools, I am clearer than
ever about my keel. I believe that children, particularly low-
income children, need three things to succeed in school and life.
Children need more time to learn, more talent and caring adults
in the classroom, and more relevance in their learning
experiences.
LETTER FROM THE CO-FOUNDER
A teacher of mine at the Harvard Graduate
School of Education, Kay Merseth, used to tell
me and my fellow students to be clear on our
“keel”: our core beliefs about education.
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More time to practice and learn academic and life skills.
As Malcolm Gladwell suggests in his best-selling book
Outliers, and Matthew Syed brilliantly chronicles in
Bounce: How Champions Are Made, becoming excellent at
anything—from sports to violin to college-level
academics—is a matter of practice, not inherited talent.
Gladwell says 10,000 hours of practice are required to
excel.
Upper-income children likely have greater access to
out-of-school learning through tutoring, supervised
homework sessions, sports teams, art and music
lessons, travel, museum and college visits, and dinner-
table discussion and debate. We will have a chance to
close the achievement gap only when we give low-
income children equal or greater learning time and
opportunities as upper-income children.
More caring and talented adults in their lives—including but not limited to full-time teachers.
Human beings learn through relationships and
experience. We always have and we always will. In
strong communities (at all income levels), children get a
chance to learn with many talented adults—teachers,
coaches, mentors, tutors, neighbors, and more.
In an upper-income community, children are more
likely to meet (and may be related to) successful
professionals, including doctors, lawyers, engineers,
and scientists. This opens up options. When these
diverse adults are inaccessible to students in their
schools and extended-day experiences, as they are in
many low-income neighborhoods, there is an
opportunity gap—which we must work to close.
LETTER FROM THE CO-FOUNDER
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More real-world, relevant learning opportunities that connect school to careers and teach problem-solving and creativity.
These are the skills individuals increasingly need to
succeed in the workforce of the future. Most schools
serving upper-income children cover the academic
basics and engage students in authentic projects, which
both require the application of basic skills and engender
excitement about learning. Too often, schools serving
low-income students focus on the basics but don’t
connect academics to the real world. As a result, too
many students are bored by school and don’t see the
connection between academic classes and the cool jobs
they could apply for in the future.
Even if we equalize proficiency in reading and math
(and we’ve got a long way to go), we will not eliminate
the achievement gap in college and career readiness
until we provide all students with an equal chance to
build their creativity and problem-solving skills
through motivating, real-world projects.
At Citizen Schools, we work every day to provide
children with these key ingredients of more time, more
caring adults, and more relevant learning.
Together with visionary school and district leaders—
and with committed community and corporate
partners—we are inventing a new model and structure
for schooling: one that supports teachers and schools
instead of blaming them. Together we can not only
reduce opportunity and achievement gaps, but
eliminate them.
Eric Schwarz
July 2011
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By 2020, we envision that most U.S. schools serving low-income
children have re-imagined the length and structure of the school
day. Thousands of schools have moved from the six-hour day
led by a teacher talking to kids to a nine- or ten-hour day that
incorporates master teachers leading core instruction and a
second shift of skilled educators who bring learning to life
through hands-on, real world projects and academic practice.
The opportunity and achievement gaps with wealthier students
have closed. The high school drop-out rate is cut in half. College
graduation rates have doubled. The U.S. is first in the world in
education again, and the U.S. economy roars back to life,
fortified by a new generation of inventors and collaborators.
And our democracy is stronger.
VISION
Close the opportunity and achievement gap
by expanding the learning day and
engaging students in real-world learning,
ensuring that all children graduate high school
ready to succeed in college and careers.
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Education is the key to individual opportunity and prosperity.
College graduates now earn twice as much as those with high
school diplomas, and the gap continues to grow.
Middle school reform is a particularly urgent national
challenge. Hard-won gains from the elementary years are often
undermined during these years. Sixth grade performance is a
predictor of long-term success, including high school
graduation. Exposure to professional scientists and engineers is
an important factor in fostering interest in these careers.
A common feature of the few hundred schools that are
delivering great results for poor kids is dramatically more
learning time to provide relevant and targeted academic
support and coaching.
Offering an effective and sustainable longer learning day
requires a second shift of skilled educators and volunteer
citizen teachers, whose lessons are aligned with the traditional-
day teachers but offer new techniques to motivate and engage
students.
By mobilizing citizens to get directly involved in education,
Citizen Schools increases chances for broader school reform
while adding relevance to academic work.
THE CASE FOR CITIZEN SCHOOLS
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Policy changes such as Race to the Top have dramatically
increased the pace of change in education and openness to out-
of-the-box solutions to improve results for all children. States are
creating systems to link teacher performance to student
achievement. Several nationwide initiatives are encouraging
innovation in science, technology, engineering and math (STEM)
education. Some new union contracts offer more flexibility in
working conditions and compensation. The increase in charters
is putting competitive pressure to improve on districts.
At the same time, districts face significant budget challenges.
School closings, layoffs and increases in class size are
increasingly common. As a result, districts are increasingly open
to scalable, sustainable, and cost-effective partnerships and
outsourcing to improve results.
Citizen Schools offers districts a proven, cost-effective solution
to increase student and parent engagement and improve
academic results.
THE CONTEXT FOR REFORM
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THEORY OF STUDENT IMPACT
The Shooting Star
Citizen Schools drives student impact by shifting students’
educational trajectory in middle school toward a path to college
and career success.
LONG-TERM OUTCOMES
Achievement
Graduation
College and career readiness
MID-TERM OUTCOMES
Engagement
Achievement
Selection of a college-track
high school
CITIZEN SCHOOLS PROGRAM
Apprenticeships
Academic coaching
College to career
connections
SHORT-TERM OUTCOMES
ACCESS to positive peers,
adults and experiences
SKILLS, academic and
21st century
BELIEF in the connection
between hard work, education and future success
SUCCESSin college
& career
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INSPIRE KIDS
Engage high-need middle school
students through highly effective
ELT school partnerships
Mobilize a second shift of
educators to make learning
relevant, and train and support
them
THEORY OF SYSTEMIC IMPACT
Prove it
works.
Transform
education.
Inspire
kids.
PROVE IT WORKS
Use rigorous evaluations to show
that ELT increases engagement in
school and proficiency on state tests
Persuade district decision-makers
that ELT is a cost-effective way to
improve results and attract families
The Megaphone
Through data and stories of success,
we mobilize a movement.
TRANSFORM EDUCATION
Change laws or regulations at
local, state, and national level to
make it easier to use current
public investment on ELT
Create a demand for change
through media, influence, and
advocacy
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CITIZEN SCHOOLS PROGRAM MODEL
Since 1995, Citizen Schools has provided middle school students
with the opportunity to learn through hands-on projects and to
receive targeted academic support and coaching during the
afternoon hours.
This part of the school day is taught by a “second shift” of
educators, consisting of Citizen Schools’ program staff and
“Citizen Teachers,” volunteers with expertise in different fields,
including STEM.
Citizen Schools begins in the afternoon, and seamlessly
integrates its culture of achievement into the school. Our
curricula are designed to build students’ skills, provide access
to community resources, and instill belief in the connection
between hard work and success. Program elements foster three
competencies vital to students’ future success: 21st century
skills, academic skills, and college readiness skills.
The Bull’s Eye
Skills, access, and belief drive student success in cognitive,
behavioral, and affective learning.
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THE EXPANDED LEARNING DAY
FRIDAY
8TH GRADE ACADEMY/
COLLEGE TO CAREER
CONNECTIONS
MONDAY TUESDAY WEDNESDAY THURSDAY
APPRENTICESHIPS/
8TH GRADE
ACADEMY
APPRENTICESHIPS
SNACK SNACKSNACKSNACK AND CIRCLE
COLLEGE TO CAREER
CONNECTIONS
ACADEMIC SUPPORTACADEMIC SUPPORT
ACADEMIC SUPPORTACADEMIC SUPPORT
EXPLORE!
JOINT
PROFESSIONAL
DEVELOPMENT
Transition
around
3pm
Dismissal
around
6pm
Homeroom
Lunch
Literacy & ELA
Math
Science
Social Studies
SATURDAY
Homeroom
Lunch
Literacy & ELA
Math
Science
Social Studies
Homeroom
Lunch
Literacy & ELA
Math
Science
Social Studies
Homeroom
Lunch
Literacy & ELA
Math
Science
Social Studies
Homeroom
Lunch
Literacy & ELA
Math
Science
Social Studies
ACADEMIC SUPPORT
Homework time
Time management and
self-organization
Standards-aligned,
hands-on practice in
math or literacy
COLLEGE TO CAREER
CONNECTIONS
Support for high school
applications in districts
with high-school choice
Visits to colleges and
introductions to careers
Analyzing grades to set
goals
APPRENTICESHIPS
Aligned to 21st Century Skills and
common-core standards
Semester-long projects that
culminate in student presentations
Co-taught by Citizen Schools staff
and volunteer Citizen Teachers
who are experts in their fields, with
special focus on STEM professionals
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VALUE PROPOSITION FOR SCHOOLS
“SECOND SHIFT”
STAFFING
ACADEMIC
PRACTICE
REAL WORLD
LEARNING
FAMILY
ENGAGEMENT
COLLEGE TO
CAREER EXPOSURE
15-20 highly talented staff join your school faculty
Low teacher to student ratios (1:15) for academic and social support
Opportunity to spread workload across more faculty and allow for more
planning time
Targeted support of high leverage academic skills
Standards-aligned curricula in Math or English Language Arts
Citizen Schools staff join grade level meetings and Instructional
Leadership teams
Hands on activities that make learning relevant
Diverse 10-week apprenticeships taught by community and corporate
volunteers
Curriculum focus on 21st Century Skills, including oral presentation,
leadership, data analysis, advanced literacy and technology
Biweekly phone calls home, based on conversations with school faculty
Regular events to help families connect to schools, including potlucks
and high school information sessions and selection coaching
Help families connect to schools by hiring staff who communicate in
home languages
Students participate in 100+ hours of programming that helps prepare
them for high school and college
Visits to colleges, corporations and other cultural institutions
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ENGAGEMENTAttendance is one of the best
predictors of whether a
student will drop out of
school. As early as middle
school, high absenteeism is a
powerful indicator of dropout
risk.
Citizen Schools
attendance is higher
than matched peers,
reducing absenteeism
by 43%.
ACHIEVEMENT
Many students lack the
academic skills necessary for
college and career success. Only
one-quarter of high school
graduates who took the ACT in
2010 met college readiness
benchmarks.
9 out of 10 Citizen
Schools alumni passed
state exit exams in
math and English,
closing the
achievement gap with
state averages.
GRADUATION
Nationwide, 2.2 million students
attend high schools that qualify
as “dropout factories.” Each
year, more than a million young
people fail to graduate with
their class.
Citizen Schools
participants
had a 20% higher high
school graduation rate
than matched peers
(71% vs. 59%).
Independent evaluations show that
students who participated in Citizen Schools
are more engaged and successful in school
than their peers—even years after the
program.
A TRACK RECORD OF IMPACT
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THE EDWARDS TURNAROUND
In 2006, Citizen Schools began exploring Expanded Learning
Time (ELT) partnerships in Boston, serving the entire sixth grade
as part of a mandatory longer school day.
Four low-achieving schools in Massachusetts that piloted ELT
partnerships with Citizen Schools saw average annual gains in
proficiency that are double to triple the gains for other ELT
schools, and state averages.
At the Edwards Middle School, for instance, 6th grade
proficiency rates increased from 15% to 37% in math and from
27% to 49% in English Language Arts (ELA). The 8th graders
who had participated in ELT for all three years of middle school
outscored the state average in math in 2009, reversing the
achievement gap.
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FROM OUT-OF-SCHOOL TO EXPANDED-LEARNING
These results suggest that our hands-on program model,
developed in out-of-school time (OST), can drive significant,
school-wide results when more students experience it in a
setting fully integrated into the full school day.
Today, Citizen Schools is shifting from an optional after-school
program to a whole-grade, whole-school, ELT model to help
traditional public schools serving the poorest communities
dramatically improve performance. We plan to shift the
majority of our school partnerships from OST to ELT by 2014, and
focus our strategy on proving that ELT is effective and
sustainable at scale.
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STRATEGIC PRIORITIES, 2011-2014
Increase our
IMPACT on students and schools
using proven metrics
Increase
SCALEby ten times to serve more
students and schools
Increase organizational
SUSTAINABILITYand create the conditions
for an ELT movement
We will validate ELT as a school
improvement and turnaround model,
demonstrating significant gains in
proficiency (15 percentage points or
greater) and school engagement (30%
reduction in absenteeism and
suspensions and improvement in
belief/locus of control measures).
We will grow the ELT model to serve
more students and schools and prove
effectiveness at 25 schools across urban
and rural school districts.
In order to define and create the
conditions to scale ELT more broadly
beyond 2014, we will grow
renewable/replaceable public and
private funding streams to be
sustainable at $31+ million without
special infusions of “growth capital.”
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OBJECTIVES MEASURES
1Increase
STUDENT SUCCESS
Average network-wide score on Program Scorecard
Percent of apprentices maintaining an A or B or improving a C, D, or F in English Language Arts
Percent of apprentices maintaining an A or B or improving a C, D, or F in Math
Increased proficiency rate on Math & ELA state assessments
2
Engage
MORE APPRENTICES
for more time
Average campus retention rate
Average annual enrollment
3Improve
APPRENTICESHIP IMPACT
Percent of apprenticeships rated high-quality
Percent of Citizen Teachers who feel they made a significant impact on student learning
Percent of apprenticeships led by partners
Percent of apprenticeships with science, technology, engineering, or math (STEM) focus
4GROW
the national network
Number of ELT campuses secured
Number of Super STEMcampuses
Public funds appropriated for Citizen Schools and programs like it since 2009
5
Ensure
FINANCIAL SUSTAINABILITY
at scale
Total revenue
Fully loaded cost per child
Total operating reserve
Total revenue raised for the next fiscal year
6
Deliver effective
SITE SUPPORT
and services
Percent of Campus Directors satisfied with support and services from the national organization
7 Build our BRAND
Pilot: Number of high-leverage actions taken on behalf of Citizen Schools by Citizen Teachers
Number of high-leverage online actions taken on behalf of Citizen Schools
Number of e-mail addresses on our house list
8
Effectively recruit,
retain and develop
STAFF
Number of campus staff (Program Directors, Campus Directors, Teaching Fellows, and Teaching Associates)
hired in time to attend relevant orientations
Percent of state, national and Campus Director roles where at least 33% of finalists are of color
Scores of incoming campus staff on the characteristics most correlated with high performance
Percent of staff satisfied with their supervision
9
Build and maintain a
CULTURE reflecting
our core values
Percent of staff satisfied with organizational culture and values
BALANCED SCORECARD METRICS
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IMPACT METRICS
OBJECTIVES MEASURES TARGETS
Build ENGAGEMENT &
INVESTMENT
in Citizen Schools
Achieve student enrollment target
Promote student attendance
Promote student retention
Ensure constituent satisfaction
95%
91% (ELT: 92%; OST: 90%)
75% (ELT: 90%; OST: 70%)
4.0
Build students’
ACADEMIC SKILLS
Literacy
Maintain an A/B grade in English Language Arts (ELA) course
Improve a C/D/ F grade in ELA course
Increase proficiency rate on ELA state assessment*
85%
50%
+5 percentage points
Math
Maintain an A/B grade in Math course
Improve a C/D/ F grade in Math course
Increase proficiency rate on Math state assessment*
85%
50%
+5 percentage points
Build students’
21ST CENTURY SKILLS
Improve oral communication skills
Improve leadership skills
77%
77%
Build students’
ACCESS & BELIEFS
Promote students’ culture of support
Promote students’ access to high school, college & career connections
Promote students’ belief in the education-to-success connection
Promote students’ self-efficacy
50%
50%
94%
78%
Build students’
COLLEGE PATHWAYS Set 8th graders on a college pathway** N/A**
* Assessment results will be reported in fall 2012 when results are available. If possible, preliminary results will be reported in July on the end-of-year PSC.
** Each region is in the process of developing a college pathway measure that is a meaningful and appropriate measure given its local context.
Results will be reported in fall 2012.
Program Scorecard, 2011-2012
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TACTICS FOR INCREASING IMPACT
1. Strengthen national and
regional summer
trainings
2. Strengthen Citizen
Teacher support:
curriculum, lesson
planning, enhanced
guidance from program
staff, and education
reform context
3. Provide direct field
support to Managing
Directors of Program
around ELT planning and
implementation, core
program model
execution, and
instructional leadership
CREATE EXCELLENT
TRAINING AND
COACHING
SYSTEMS FOR
SECOND SHIFT
1. Develop a knowledge
capture and sharing
system for program best
practices
2. Invest in an effective,
easy-to-use curriculum
development/lesson
planning system
3. Document and share
models of excellence
across program
elements aligned with
rubrics and tools
4. Develop “Our Shared
Culture” Plan including
trainings/ standards/
tools/resources for
classroom
management, goal-
setting, character/
student success
CREATE SCALABLE
TOOLS FOR
INSTRUCTION AND
MANAGEMENT FOR
SECOND SHIFT
1. Refine school
selection/cultivation
criteria that reflect
critical factors including
school leadership/
academic team
leadership, high-need
student population
2. Integrate the first and
second shift, creating a
shared vision of student
expectations, shared
instructional practices
and shared student level
assessments
CREATE STRONG
SCHOOL
PARTNERSHIPS
1. Engage Abt Associates
to evaluate our ELT
model through a school
level quasi-experimental
study consistent with
What Works
Clearinghouse
standards
VALIDATE ELT
RESULTS THROUGH
EVALUATION
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TACTICS FOR INCREASING SCALE AND SUSTAINABILITY
PROGRAM STAFF EDUCATORS:
1. Invest in college partnerships
2. Tighten the implementation of
our candidate selection
model/criteria
3. Use data comparing candidate
hiring rubric scores and on-
campus performance to drive
continuous improvements in
sourcing and selection
4. Source Campus Directors via
Teaching Fellowship and TFA
alumni partnership
VOLUNTEER CITIZEN TEACHERS:
1. Invest in corporate partnerships
to deliver excellent partner-led
apprenticeships
2. Invest in social media to
develop and mobilize
community of Citizen Teachers
to drive retention and
recruitment
CREATE RELIABLE TALENT
PIPELINES FOR SECOND
SHIFT
1. Refine district
selection/cultivation criteria
that reflect critical factors,
including district level support
for ELT as a lever for reform and
funding
2. Convene ELT practitioners and
other partners to create a
community of practice, inspire
excellence, and establish a
network of ELT experts and
ambassadors
CREATE STRONG
DISTRICT PARTNERSHIPS
1. Build strong national and
regional boards capable of
generating large gifts
directly and through their
networks
2. Increase support from
foundations who are
aligning with districts and
interested in school
transformation strategies
3. Drive large gifts through our
corporate sponsorship
efforts with national players
who have a presence in
multiple Citizen Schools
states
INCREASE PRIVATE
FUNDING BY
FOCUSING ON 6-7
FIGURE GIFTS
1. Generate research and
case studies that
demonstrate how school
leaders are freeing up
public funds to pay for ELT
2. Optimize current public
funding sources, including
Title I, SES, CLC, SIG, RTTT and
state/local formula dollars
3. Create stronger
relationships with
district/school leaders,
through an ELT Summit in
Boston and tailored
cultivation led by state
Executive Directors
4. Raise expectations for
financial commitment from
prospective ELT partners:
most new partners/ELT sites
for FY12 are committing
$1,000-$1,200 per student
INCREASE SHARE OF
DIRECT CAMPUS
COSTS COVERED BY
PUBLIC FUNDS
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TACTICS FOR BUILDING AN ELT MOVEMENT
1. Continue direct federal
advocacy, primarily pursuing
policy changes to 21st CCLC
and maintaining funding for
21st CCLC and AmeriCorps,
and ESEA reauthorization
2. Seek greater emphasis on ELT
and better definition within
School Improvement Grant
program
3. Pursue early-stage state policy
advocacy, including
engagement with state
departments of education
CREATE A SUPPORTIVE
CLIMATE FOR ELT
THROUGH PUBLIC
POLICY
1. Pursue third-party validation
for ELT including books, reports,
media coverage including op-
eds, endorsement by
influential bloggers,
academics, and pundits
2. Find compelling stories to
prove ELT and generate new
leads, video, reports, case
studies, and share through old
and new media
3. Align external mass
communication policies and
systems (constituent database,
and how we reach out to
constituents)
4. Ensure high-functioning
internal communications
INCREASE VISIBLITY FOR
ELT AS A LEADING
SCHOOL IMPROVEMENT
STRATEGY
1. Create a shared library of
curriculum, training guides,
and other materials pertaining
to high-quality ELT for use by
Citizen Schools staff, partners,
and the field more broadly
CREATE AN ELT
TOOLBOX FOR USE BY
CITIZEN SCHOOLS AND
THE FIELD
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www.citizenschools.org